Introduction:

There is a history of overlap between art and science education, particularly in anatomy and other related medical specialties. Technological advances have increased exposure to visual images and creation and sharing of image-based content is commonplace.

Statement of the Problem:

The use of visual content and activities in education typically declines after early childhood, after which most teaching and learning relies heavily on text-based curricula. Incorporating visual content into education makes optimal use of human cognition; visual and verbal processing channels can operate independently, so using both allows for dual coding and enhanced memory.

Literature Review:

In this paper, we review the literature on the use of visual techniques in teaching undergraduate neuroscience.

Teaching Implications:

Image-based content can offer learners an additional cognitive resource and also engage English language learners and those with reading challenges, which might not benefit as much from a solely text-based approach.

Conclusion:

We recommend educators consider the use of (1) learner-generated drawing, (2) 3-D modeling, and (3) infographics to improve learning outcomes among undergraduate neuroscience students. We provide resources and practical suggestions for implementing the aforementioned techniques.

中文翻译：

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视觉在本科神经科学教育中的使用：给教育工作者的建议

介绍：

在艺术和科学教育之间有重叠的历史，特别是在解剖学和其他相关医学专业方面。技术的进步增加了对视觉图像的曝光，基于图像的内容的创建和共享是司空见惯的。

问题陈述：

幼儿后，视觉内容和活动在教育中的使用通常会下降，在此之后，大多数教与学严重依赖基于文本的课程。将视觉内容纳入教育可以最佳地利用人类的认知；视觉和言语处理通道可以独立运行，因此同时使用它们可以实现双重编码和增强的内存。

文献评论：

在本文中，我们回顾了有关视觉技术在本科神经科学教学中的使用的文献。

教学意义：

基于图像的内容可以为学习者提供额外的认知资源，还可以使英语学习者和有阅读障碍的学习者参与进来，这可能不会完全从基于文本的方法中受益。

结论：

我们建议教育工作者考虑使用（1）学习者生成的绘图，（2）3-D建模和（3）信息图表来改善神经科学专业学生的学习成果。我们为实施上述技术提供资源和实用建议。